ABSTRACT

Based on qualitative data on students’ approach to reading this paper argues that student learning be significantly improved by facilitating reading to unfold as a method of inquiry. Identifying how students currently orient and interact with texts and further what learning outcomes reading affords we develop the concept of ‘Text-Centred Reading’ (TCR), which contrasts models such as inquiry-based-learning. TCR differs from established concepts in the literature, emphasizing that the interest orienting the reader’s focus is decisive for her learning. In paraphrasing the model of ‘Teacher-centered-teaching’, the concept criticizes the prevailing framing of reading in higher education as outmoded. Drawing on an earlier study of how researchers read and learn through reading, we discuss how students’ learning can improve if reading is taught and supported as a method of inquiry. Finally we suggest that in confronting specific challenges related to this endeavor inspiration can be drawn from ‘Inquiry-Based Learning’ (IBL) frameworks.

摘要

基于学生阅读方法的定性数据，本文认为，通过促进阅读​​作为一种探究方法，可以显着改善学生的学习。确定学生目前如何定位文本并与文本互动，以及进一步阅读所带来的学习成果，我们提出了“以文本为中心的阅读”（TCR）的概念，它与探究式学习等模型形成鲜明对比。TCR有别于文献中既定的概念，强调以读者的注意力为导向的兴趣对她的学习具有决定性作用。在解释“以教师为中心的教学”模式时，这一概念批评高等教育中盛行的阅读框架已经过时。借鉴早期研究人员如何阅读和通过阅读学习的研究，我们讨论如果将阅读作为一种探究方法进行教学和支持，学生的学习将如何提高。最后，我们建议，在面对与这一努力相关的具体挑战时，可以从“探究式学习”（IBL）框架中汲取灵感。